Research On The Status And Core Values Of Shadow Education In Mathematics

At home and abroad to research on the Shadow Education began in the1980 s,throve in the 90 s,and continues today.Stevenson and baker came up with the concept of the Shadow Education for the first time when they studied and investigated the tutorial education situation for the Japanese high school students.The Shadow Education rises due to the traditional school education,and must be attached to it exist,and can't replace its position.It is called The Shadow Education because of their intimate relationship,just like the shadow of the traditional school education.There are two kinds of relationship between them:One is the education function of complementary with the traditional school education,the other is functional overlap.In fact,the“instruction after class”?“the tutorial education”?“out-of-school training”?“home tutor”which are familiar with us all belong to the shadow education.In this paper,The shadow education in Mathematics refers to the education that the primary or middle school students participate in extra-class continuation of mathematics at their own expense in the shadow education institutions.The Shadow Education has been developed in our country for more than 20 years.Its social influence grows so stronger andstronger that it can not be ignored.This paper elaborates on the basic situation of the shadow education in Mathematics from a deeper angle of view,introduces it teaching subject,teaching organization forms,teaching content,teaching links and teaching characteristic.It aims to form a more comprehensive understanding and consensus about the shadow education in mathematics.Mathematics teaching which in the shadow education institutions such as the New Oriental?Xueersi? Talkedu?Siqiedu in Changsha is the research object in this paper.We find the core values of the shadow education are individualized teaching and classified teaching characteristics,and promoting the student individuality development,making different students have different development in mathematics by the my practice experience?interview?investigation and analysis of one-on-one personal coaching education model PPTS,classified teaching model,network interactive teaching and mathematics competitions.Finally,I participate in the shadow teaching practice of mathematics by auditing and so on,and select five teaching examples.I inspect the realization of the core values of the shadow education in mathematics in the aspects such as the teaching object,teaching target,teaching content and teaching method by analysising their personalizedcoaching and classified teaching process.Deeply studying the core values of the shadow education in mathematics has an important value and significance in helping people to further understand the shadow education in mathematics on the scientific theoretical level,correctly dealing with the relationship between the shadow education and traditional school education,and promoting the healthy development of the multivariate Education organizations.